Exploring Parental and Instructor Perspectives of Learning in the Natural Environment for Young Children: A Qualitative Study

• Author / Creator

  Molner, Brittany

• Background: Nature-based or outdoor experiences have important implications for childhood learning and development. Nature-based learning (NBL) utilizes the benefits of nature by weaving the goals of the school curriculum into the natural environment (Larimore, 2016). A paucity in the NBL literature is evident, although research has steadily grown with the increase in programming following the onset of the COVID-19 pandemic. To expand our current knowledge, I explored the following questions: (RQ1) how do parents and instructors perceive children’s learning in the natural environment in an early childhood learning setting? and (RQ2) how is remote learning during the COVID-19 pandemic experienced by parents with young children registered in NBL? Departing from the current research available, my study utilized a health promotion lens to critically examine NBL programs.

  Methods: This qualitative study followed an Interpretive Description (ID) methodology (Thorne et al., 1997). I purposefully recruited 10 parents and 3 NBL instructors to share their experiences via phone or virtual interview. Instructor interviews were included to provide insight on the experience of learning and inform parent interviews. Data analysis was conducted using thematic analysis (Braun & Clarke, 2006) supported by constant comparison strategies (Glaser & Strauss, 1967).

  Results: Findings were grouped by research question. Findings that explored the experiences of young children in nature were organized into four themes: (1) Nature-Based Education: A Foundation for Learning; (2) Natural Spaces for Health and Mental Health Development; (3) Community Building; and (4) Capacity Building. Findings that shed light on the remote learning experiences from the perspectives of parents were organized into four other themes: (1) Balancing Responsibilities; (2) Gender Inequities Amplified by the COVID-19 Pandemic; (3) Nature for Health Promotion; and (4) Connection.

  Conclusion: Based on the findings of this study, NBL programs can be positioned as a health promotion intervention for the benefit of child, family, and community health and wellbeing. The use of NBL as a health promotion intervention may have greater implications for families with limited outdoor experience and in future crises planning.

• Subjects / Keywords

  • Nature-Based Learning
  • Early Childhood Education
  • Health Promotion
  • Remote Learning

• Graduation date

  Fall 2022

• Type of Item

  Thesis

• Degree

  Master of Science

• DOI

  https://doi.org/10.7939/r3-gy15-2258

• License

  This thesis is made available by the University of Alberta Library with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.